MIENC Music Learning Leadership Institute
2008-2009 Team Certificate Program

This section of the web sourcebook serves as a compendium of research methods in the form of research design documents, documentation of student work, assessment instruments, and research quality analysis of program development results. Many of these tools and resources are shown described in the context of school reports in Journal III in particular and have since been replication as part of scale-out dissemination practices during this past year

Scripp/Lipscomb: Research

MuST Composite Rubrics

Teaching for Transfer Rubric

Catalogue of Inquiry Questions and Evaluation Rubrics

Music Literacy Skills Test, Ver. 6

Music Literacy Skills Test, Ver. 8

Read more:

• Caterall, J. INTERLUDE: Types of Research in Music Education. Journal for Learning Through Music, 2003.
• Davidson, L., Crouch, S., and Norton, A. Learning Through Music Portfolios in Elementary Schools. Journal for Music-in-Education, 2000.
• Gardiner, M. Music, Learning, and Behavior: A Case for Mental Stretching. Journal for Music-in-Education, 2000.
• Myers, D. and Scripp, L. POSTLUDE: Evolving Forms of Music-in-Education Practices and Research in the Context of Arts-in-Education Reform: Implications for Schools that Choose Music as a Measure of Excellence and as a Strategy for Change. Journal for Music-in-Education, 2007.
• Scripp, L. INTERLUDE: Assessment, Accountability and Learning Through Music Practices. Journal for Music-in-Education, 2000.
• Scripp, L. INTERLUDE: Mental Stretching in Action: Research and Program Development at the Conservatory Lab Charter School. Journal for Music-in-Education, 2000.
• Scripp, L. Critical Links, Next Steps: An Evolving Conception of Music and Learning in Public School Education. Journal for Learning Through Music, 2003.
• Scripp, L. and Aprill, A. Generative Principles for Music-in-Education Research. Journal for Music-in-Education, 2007.

Advancing music for changing times requires that the evolving role of music in education must always be considered in the context of current education policy. in this period of mounting pressure on schools to produce documented evidence of meeting ever-expanding accountability benchmarks for success, music is emerging as a strategic entry point and priority for reform and improvement through arts and arts-integrated learning. A select group of schools nationwide and their higher education and arts organization partners have chosen to embrace these challenges by developing new models of inquiry and research as part of the Music-In-Education Learning Laboratory School Network (LLSN).

In this Chapter, music-in-education collaborating practitioners and researchers report on the challenges of developing documentation, assessment, and research practices as part of the process of creating music-in-education laboratory programs in schools. First, Larry Scripp, Director of the Center for Music-in-Education at New England Conservatory, describes how the RUBRICS CUBE framework provides a ‘universal-field’ approach to embracing multi-factored assessment of multivariate program outcomes through both qualitative and statistical analyses. Scripp offers case study portraits and the evolution of the consortium research methods.

Larry Scripp and David Reider team up to offer a detailed examination of the Music Ventures project in Vista, California. This study, commissioned by the NAMM Foundation (formerly the International Foundation for Music Research), indicates that statistically significant, positive links between music and language reading and writing skills exist at the early stages of literacy development, and that these links strengthen considerably, especially with ELL students, as teachers are trained to support music and language-integrated reading and writing instruction through ‘teaching for transfer’ strategies in their classrooms. In this way music reading and writing become an essential tool for creating a broader and deeper understanding of general symbolic skill development.

Read more:

• Scripp, L. Embracing the Challenges of Complexity in Music-In-Education Research: The Evolution of the RUBRICS CUBE System as a Guiding Framework for Program Development and Evaluation in MIENC Schools. Journal for Music-In-Education, 2007.
• Rabkin, N. Introduction to Music Ventures: Linking the Processes of Music and Language Literacy. Journal for Music-In-Education, 2007.
• Scripp, L. and Reider, D. New Ventures in Integrated Teaching and Learning: Working Toward a Model of General Symbolic Literacy Based on the Growing Understanding of Fundamental Literacy Skills Shared Between Music and Language in Grades K-2. Journal for Music-In-Education, 2007.

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Read more:

• Scripp, L. Critical Links, Next Steps: An Evolving Conception of Music and Learning in Public School Education. Journal for Music-in-Education, 2003.
• Case Studies:
  • Scripp, L. The Conservatory Lab Charter School—NEC Research Center ‘Learning Through Music’ Partnership (1999-2003). Journal for Music-in-Education, 2007.
  • The Evolution of the Learning Through Music Consulting Group—Ramsey IFAC Learning Laboratory School Partnership. Journal for Music-in-Education, 2007.
  • Scripp, L., Rabkin, N., and Reider, D. New Ventures in Integrated Teaching and Learning: Working Toward a Model of General Symbolic Literacy Based on the Growing Understanding of Fundamental Literacy Skills Shared Between Music and Language in Grades K-2. Journal for Music-in-Education, 2007.